<< Objectives >>The CHARLIE project aims at challenging the bias in big data used for AI and machine learning by bringing a greater level of awareness regarding the negative impacts of the lack of a critical and ethical approach to techEd. CHARLIE main objectives are to linked with the increase capacity of HE institutions, its teachers and its students to provide learning opportunities that meet society needs and creating synergies between HE institutions, AE organisations and Youth organisations.<< Implementation >>- Development activities (Competency Matrices, OERs, toolkits, policy recommendation)- Implementation activities (pilots, external stakeholders consultations, webinars)- Quality and Evaluation (peer-reviews, quality checks)- Communication and promotion (webinars, national and international conferences)<< Results >>-Competency Matrices for the learning programmes - EQF6 (HE), EQF4 (AE), EQF2 (Youth)-Algorithmic Bias course (HE)-Algorithmic Bias toolkit for synchronous sessions (HE)-Guideline for boosting the capacity of university administrators/management (HE)-Webinars to foster peer-learning and discuss the role of HE institutions in techEd-Ethical AI microcredential for Adult learners-Digital Serious game for Youth-Policy recommendation for recognition of microcrential in HE

"CONTEXT & PROBLEM: The digital transformation of higher education was heavily accelerated by the COVID-19 crisis which posed the need of high quality and inclusive digital education. Such challenge cannot be tackled in an isolated manner as it requires a true systemic and holistic approach to provide a suitable solution. Specifically, EU-TeachPaaS foresees a strong link between boosting the digital skills of three main actors (university lecturers, university administrators and students) and the improvement of EU's digital readiness towards inclusive and high quality online education delivery (HBR, 2020, EC, 2020). Whether isolated efforts of digitalization of higher education have been done recently, the outcomes of this approach have deemed to be inefficient leading to: frustrated academic staff unable to cope with technology, ineffectiveness of the taught content and delivery mode, limited engagement of students (lack of focus/attention/interest, limited connectionism and constructivism), lack of inclusiveness and personalized online teaching, rigidity of university administrators towards online teaching, and overall confusion and concern over the value of university services in such online format (EACEA, 2020).TARGET GROUPS AND TRAINING NEEDS:* UNIVERSITY LECTURERS: inability to deliver online education (both synchronous and asynchronous) that would foster connectionism and constructivism; unawareness of enabling a supportive virtual class environment; lack of digital skills to support the curriculum transformation process; inability to incorporate forward-looking digital solutions to support teaching; lack of skills for co-sharing resources and jointly developing high quality universal Open Educational Resource with other lecturers internationally; inability to reach social groups at risk and gender-balance by delivering personalized online education; inability to foster decision making on choosing the right digital resource for each online taught subject. * UNIVERSITY ADMINISTRATORS: lack of mechanisms to foster inclusive education to social groups at risk and to students from peripheries; technological shift rejection (behavioural); lack of skills to adopt online learning/education analytics to help them improve their online educational offer delivery and enable constant improvement of their operations; lack of focus on providing DigCompEdu certifications to lecturers and students; lack of digital training/certification centres (within the institutions) that would formally train online education performers (i.e. lecturers and students); lack of skills to properly promote online education (impactfully) to better attract students to this new mode of learning.* STUDENTS (both undergraduate and postgraduate): Inability to interact with lecturers in an online environment and foster connectionism and constructivism; absence of online learning skills such as being well organized, self-motivated, and possess a high degree of time management skills in order to keep up with the pace of the course (i.e. text-based interaction takes more time); lack of skills to fight the sense of isolation and psychological wellbeing; lack of active learning skills; lack of ability to understand responsible/ethical digital education utilisation.OBJECTIVES & IMPACTThe overall impact is to boost the digital readiness of universities (holistically) towards online education, while connecting universities in the digitally transformed ecosystem (i.e. with policy makers, businesses, third sector, parents, etc). In this context, EU-TeachPaaS aims to develop a pan-EU network of 6 certification centres (IO1) in higher education that will provide training and certification for university lecturers (IO3), administrators (IO4) and students (IO2) operating in online learning by specialising DigCompEdu competences and global innovations for local needs in order to offer online education excellence passports. During the project lifecycle, EU-TeachPaaS will: pilot-train virtually 850 (fully gender and age-balanced) university lecturers, students and university administrators (from which 340 will come from groups at risk); At least 600 people will apply for EU-TeachPaaS certifications; The project partners will boost their digital readiness with at least 1 upper level in the DigCompEdu scale; The number of other types of training institutions that will incorporate EU-TeachPaaS' outputs will be at least 30; At least 50 people will change their mindset from ""against"" to ""in favour"" of online education; At least 6 request of collaboration from public authorities will be received; At leat 5% boost in EduTech applications measured and at least 5% decrease in unethical digital technology use. Furthermore, at least 300 people will participate physically (if allowed) at the multiplier events (while 300 virtually) and an overall number of 150 000 people will be reached throughout the dissemination campaigns (including paid ads)."

"<< Background >>The primary reason for applying for CISCOFY is that the majority of this consortium are part of an ongoing Erasmus+ project financed under the COVID-19 call (EU-TeachPaaS) which looks into developing certifications for digital skills for lecturers, students and university administrators. EU-TeachPaaS has a heavy focus on the digital element (based on DigCompEdu), however, as the partners were engaged in digital education for the past months, they noticed (as also supported by reports and literature) that digital skills alone are not enough and that the following gaps should be better emphasised and complemented with digital skills: G1: limited know-how on adopting pedagogical strategies for boosting student happiness, motivation, engagement and performance and successfully embed them in digital formats (for online delivery in higher education and beyond) G2: reducing the percentage of drop-outs from online higher education (and beyond) and help educational institutions become more resilient G3: better foster inclusion of groups at risk and personalized education in online deliveries in higher education and beyondG4: strategies for generating brain plasticity and learning connections, creation emotional responses to improve learning, and understanding timingG5: None of the previous G1, G2, G3, G4 have been successfully embedded in online OERs and online delivery operations internationally due to limited engagement with professional educational product providers.<< Objectives >>In this context, the overall objective of CISCOFY is to boost the digital readiness, resilience and competences of university lecturers (primary and adult/youth trainers secondary) towards upscaling online education on three main pillars: digital transformation through the development of digital readiness, resilience and capacity, building skills to foster inclusion and representation in digital education and promote and rewarding excellence in teaching and skills development.<< Implementation >>CISCOFY will implement the following activities: * Result 1 (A Smart train the trainers toolkit) based on blending DigComp, inclusion, gender, neuroscience approaches with the innovative ""Goal Setting Methodology"" of EUR. Virtual pilots will also be organized as part of this IO. * Result 2 (Training webinars in effective & inclusive online education): WEBINAR 1: Debunking open educational resource (OER) development for effective & inclusive online education; WEBINAR 2: The ""Goal Setting Methodology"" as a tool for effective and inclusive online education; WEBINAR 3: Neurolearning as a behavioural tool to train your students' brains for online education settings. * Result 3 (Certification framework for digital competences supported by CISCO) offering three certifications: *Certificate on OER Development for effective & inclusive online education; Certificate on the ""Goal Setting Methodology"" as a tool for effective and inclusive online education; Certificate on Neurolearning.* CISOCFY alumni network * 4 CISCOFY Certification Centres* Dissemination & Exploitation * Quality assurance<< Results >>CISCOFY aims to develop three main results (smart train the trainers toolkit, webinars and a certification scheme), a network of 4 certification centres on digital education that will offer three types of certifications and an alumni network. During the project lifecycle, CISCOFY will: engage at least 600 participants in three main webinars (from which at least 240 will be from social groups at risk, with gender balance); At least 240 people will apply for CISCOFY certifications; The number of other types of training institutions that will incorporate CISCOFY's outputs will be at least 60; At least 10 requests of collaboration from public authorities will be received; At least 10% reduction in online education drop-outs; at least 15% increase in registrations for online education; 200 physical participants to multiplier events and at least 200 online; at least 50% of the departmental staff of the participating organizations will be trained with the CISCOFY certifications; at least 25% boost of learning experience (from students/learners of the partner organizations) after their lecturers apply the gained know-how; boosted market for EduTech."

<< Objectives >>The “Entrepreneurial Herstory” project aims to enhance the entrepreneurial mindset among young entrepreneurs. It focuses on identifying role models away from toxic gendered stereotypes and values. This will be achieved by giving minorities and underrepresented communities a voice to express their stories and unfold their memoirs in terms of unconventional entrepreneurship. The project’s objectives will be met by capacity building of the partner organisations, associated partners and stakeholders<< Implementation >>Target groups will participate in:-WP2 online discussions with sociologists/psychologists/entrepreneurship experts to contribute to the Guidebook's development;-WP3 Pilot Testings with youth workers & young people to provide feedback regarding the Serious Game;-WP4 DocuSeries will introduce 12 women entrepreneurs from underrepresented communities' stories, and 10 youth workers per country will be trained in WP4 e-Learning Module's Pilot Testing Sessions<< Results >>The project will produce the first-ever Guidebook on entrepreneurship inspired by women entrepreneurs in underrepresented communities that will be delivered in 4 Podcast episodes, as well as a Serious Game which will work as informative and educational material for everyone who wants to engage in unconventional entrepreneurship. Finally, the project will conclude this sequence of OERs with an e-Learning Module that includes Mini DocuSeries on Intersectionality in Entrepreneurship aimed at YWs.

"<< Background >>MOTIVATION FOR entreYOUTH:Solving urban challenges of sustainability, circularity and inclusion especially in the context of food provision requires a massive cross-sectoral approach. A substantial number of programmes, trainings and initiatives can already be found around the concept of citizen education on sustainable food consumption, food waste disposal, recycling, and reusing. However, there is a clear gap in the provision of trainings and availability of trained youth workers with regards to equipping youth with enterprising skills in marginalized “alternative food networks” (informal networks of food provisioning and redistribution especially among local & vulnerable groups). Alternative food networks are traditionally seen as food chain democratization means to achieve social inclusion and food security for under-privileged groups (i.e. migrants, immigrants (OECD, 2019). Such alternative food networks have a strong community impact by providing food access, jobs and resources to such communities. However, in the countries and target groups of the entreYOUTH consortium an urgent training needs requirement has been identified via a primary and secondary research (further elaborated on in Result 1 and Result 2).NEEDS TO ADDRESS: • YOUTH (18-30 years old) lack the know-how and experience to provide added value in alternative food networks by embedding sustainability and circular economy practices. On top of this, youth coming from vulnerable groups do not possess entrepreneurial skills that would enable them to scale-up their ideas or to engage in social enterprising that would open up their opportunities beyond such alternative food. Additional skill-gaps: entrepreneurial opportunity recognition from societal pains (daily problems), self-motivation, confidence and empowerment, operational aspects of social enterprises, understanding community-bonds and community networks and how to leverage their potential through enterprising, learning how to rely on technology for social innovation, and how to interact with stakeholders via technology (especially in times of crisis).• Community training centres and programmes for (junior and senior) youth workers do not offer specialized training helping youth workers to boost the social entrepreneurial & sustainability skills of youth (including those from vulnerable groups). Specific gaps for YOUTH WORKERS: lack of youth worker qualification frameworks (recognition) for entrepreneurial training & learning; lack of mechanisms to inspire youth at being entrepreneurial and creative; lack of skills to handle groups at risk and foster inclusion; lack of skills to properly address NEETs’ requirements to succeed in the field of sustainable & circular urban food; lack of skills to support cross-sectoral cooperation in youth work; limited skills in guiding youth to tackle daily challenges via social enterprises; limited skills in adopting innovative (and behavioural) training techniques that would inspire youth to develop empowerment & self-motivation competences for engaging in entrepreneurship.<< Objectives >>entreYOUTH aims to develop a transnational non-formal education entrepreneurial youth worker training programme. The programme will contain: a digital education curriculum (on sustainable & circular urban food entrepreneurship based on four competence units at EQF level 5 (equivalent for non-formal education) that youth workers can use to train youth (Result 1); a digital train the trainers toolkit (based on the ETS, EntreComp and DigComp frameworks) enabling youth workers to improve the quality and effectiveness of their teaching (Result 1); a digital open community food sharing platform (Result 4) that youth and society can utilise to serve alternative food networks while it can also provide an open market for social entrepreneurs; and lastly, a series of digital community training events (that youth workers will utilise to pilot all four Results) based on UNICEF’s youth entrepreneurial training model – UPSHIFT (Result 3). Additionally, entreYOUTH will facilitate digital certification according to YOUTHPASS (for youth participants) and EntreComp and DigComp (for youth workers).entreYOUTH aims to have an impact on youth and youth workers: Expected impact on youth (18-30 years old):• Developing competences in environmental skill (sustainable food and circular economy) via Result 1• Developing competences in (social) entrepreneurial skills via Result 1• Developing competences in digital skills and social innovation via Result 4• Developing awareness of civic engagement, social innovation and community development by focusing the pilots (C1, C2, C3, Result 3) on social challenges/pains and overall the curriculum (Result 1) on alternative food networks and social groups at risk.• Developing skills and competences to solve societal pains and help the communities grow.• Achieving empowerment and integration among community networks.• Certification/validation/recognition of their skills and competences that will upgrade their professional profile and employability.Expected impact on junior and senior youth workers and on the participating organizations:• Development of fully qualified youth workers that can train youth in an entrepreneurial manner by building upon the EntreComp framework (Result 2). This will enable the youth workers and organizations to better shape the profiles of youth and other trainees, making them more market oriented and more creative.• Development of innovative and digital skills abilities for youth workers by relying on the DigComp framework and innovative methods from Result 1.• Enable capacity building of youth workers and youth work practices in a blended approach (see Result 2,3 and C1, C2, C3) making thus youth workers more qualified and effective at their job.• Assist youth workers in developing and sharing effective methods in reaching out to marginalized groups and in addressing the risks, opportunities and implications.• Enable youth workers to test of innovative practices (waste, and sustainable food) by guiding youth towards sustainable food enterprising• Equip youth workers with behavioural methods towards consumption & lifestyles in order to infuse behavioural change in youth’s understanding of food consumption and waste.<< Implementation >>entreYOUTH has the following results:Result 1 – Sustainable & circular urban food enterprising (SURFE) curriculum• 4 modular competence units that can be integrated in open MOOCs• Virtual community simulator (as assessment)• Innovative learning tools.• YOUTHPASS certificationResult 2 – Youth worker train the trainer toolkit• EntreComp competence units and EntreComp certification centres in each partner institution• Innovative teaching & learning mechanisms based on the ""ETS Competence Model for YOUTH Trainers"" (SALTO-YOUTH, 2020).Result 3 - Community training event concept development (pilot)• Methodology based on UNICEF’s UPSHIFT model• Logistics and time-planning for C1, C2, C3Result 4 - A community food sharing cloud platform• With uploaded data for social innovation* Quality assurance methodology* Project image and dissemination material* entreYOUTH Alumni Network* Exploitation strategyE1 – Multiplier event in RomaniaE2 – Multiplier event in GreeceE3 – Multiplier event in CyprusE4 – Multiplier event in SpainC1 – First community training event (pilot) – SpainC2 – Second community training event (pilot) – CyprusC3 - Third community training event (pilot) – Greece<< Results >>PROJECTS RESULTS (MAIN ONES):Result 1 – Sustainable & circular urban food enterprising (SURFE) curriculumResult 2 – Youth worker train the trainer toolkitResult 3 - Community training event concept development (pilot)Result 4 - A community food sharing cloud platform* entreYOUTH Alumni NetworkQUANTITATIVE OBJECTIVES:entreYOUTH will train: 150 youth in C1, C2, C3 (from which 100 will apply for YOUTHPASS certificates, 75 will come from groups at risk, and 30% will be interested in further youth studies), 50 youth workers directly involved in C1, C2, C3 (from which at least 10 will have EntreComp certification). At least 300 youth and youth workers from outside of the project will receive the results of entreYOUTH. Additionally, at least 3 enterprising idea coming from youth will be engaged in early stage coaching/mentoring by investors. The number of community actors (small business owners, community members, NGOs, startup incubators, SMEs and community-oriented market actors, policy makers, other types of education providers & trainees) engaged in the online platform from Result will reach at least 600. The number of other types of training institutions (beyond youth) that will incorporate entreYOUTH’s outputs will be at least 50. Furthermore, at least 300 people will participate at the four multiplier events and an overall number of 10 200 people will be reached throughout the dissemination campaigns."